Development of Augmented Reality Based Learning Applications in

Introducing Types of Animals after the Covid-19 Pandemic

Andy Rachman1 a, Sulistyowati2 b, Rachman Arief2 c, Nanang Fakhrur Rozi1 d

,
Zakky Fatahilah Hasan1 e, Ach. Khafid Salim1, Mohadi1, Yusuf Effendi1,
Marsetya Aditia Arifiandi1 and Ahmad Hafid Holy Saputra1
1Departement of Informatics Engineering, Institut Teknologi Adhi Tama Surabaya,
Jl. Arief Rachman Hakim 100, Surabaya, East Java, Indonesia
2Departement of Information Systems, Institut Teknologi Adhi Tama Surabaya,

Jl. Arief Rachman Hakim 100, Surabaya, East Java, Indonesia

andy.rach1910@itats.ac.id

Keywords: Augmented Reality, Learning Applications, Software Engineering, Covic-19, Extreme Programming.

Abstract: Augmented Reality is a trending topic in the industrial era 4.0, utilized in all areas of society. The existence
of Augmented Reality is currently a major requirement for companies, hospitals, and even in the field of
education. The COVID-19 pandemic has changed learning methods in Indonesia from face-to-face learning
to information technology-based learning. During the COVID-19 pandemic, the learning process was carried
out online (online) to break the spread of the COVID-19 virus. This condition causes the education sector to
think hard about delivering existing material so students can better understand the material. One way that can
be done is to develop game-based learning applications. Researchers develop learning applications based on
augmented Reality to introduce animals based on augmented Reality using extreme programming models.
The application has been implemented and tested by 54 students with a score of 85.3% based on the usability
factor of ISO 9126-3, which means that the application is very useful for Ribath Darut Tauhid madrasah
students in studying animal introduction material. Learning applications have been applied to Islamic
elementary schools. From the results of the pre-test and post-test, it was found that the application was able
to improve students' abilities between 13% and 75%.

1 INTRODUCTION industrial education (Grossard et al., 2023).

The development of information and communication
technology is currently developing very rapidly
(Tanaamah & Indira, 2021). At the same time,
people's lives have changed from traditional to digital
with the use of information and communication
technology in everyday life (Nugroho et al., 2021).
Innovation is the key to the digital globalization of
information and communication technology (Zhu et
al., 2023). Information and communication
technology support in people's lives can be found on
computers, mobile devices, robots, and even virtual
Reality or augmented Reality. Its use can be seen in
Collaboration between developers and end-users is
required in the utilization and development of
information and communication technology (Longo
et al., 2023).
Augmented Reality is a trending topic in the
industrial era 4.0, utilized in all areas of society.
Augmented Reality is currently a major requirement
for sales companies (Rauschnabel et al., 2022),
hospitals, agriculture, and even in education. Caudell
and Mizell first introduced the initial concept of
Augmented Reality in 1992 (Liao, 2016), for more
than 60 years, Augmented Reality (AR) has
experienced its journey where AR allows the creation

a https://orcid.org/0000-0002-2328-9367
b
https://orcid.org/0000-0003-2185-6388
c https://orcid.org/0000-0003-0265-8773
d https://orcid.org/0000-0002-2328-9367
e
https://orcid.org/0009-0001-4232-8448

5
Rachman, A., Sulistyowati, Arief, R., Rozi, N., Hasan, Z., Salim, A., Mohadi, Effendi, Y., Arifiandi, M. and Saputra, A.
Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic.
In Proceedings of the 4th International Conference on Advanced Engineering and Technology (ICATECH 2023), pages 5-12
ISBN: 978-989-758-663-7
Copyright © 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
ICATECH 2023 - International Conference on Advanced Engineering and Technology
of objects that cover physical objects in real-time (De
Lima et al., 2022). Augmented Reality allows users
to see 3D objects using a smartphone device.
Augmented reality technology is one of the
innovations in computer vision that can improve user
perception and interaction with the real world
(Andayani et al., 2020). Augmented Reality is one of
the most advanced technologies in the virtual world,
which is very effectively used in the learning process.
Augmented Reality can be utilized in formal and non-
formal education (Rusli et al., 2023).
The COVID-19 virus is a virus that attacks human
respiration and spreads very quickly between humans
(Rachman, 2021). COVID-19 stands for Coronavirus
Disease 2019, which attacked humans for the first
time at the end of 2019 in Wuhan, China (Putri et al.,
2023). Officially the COVID-19 virus attack was
declared a pandemic by the World Health
Organization (WHO) in March 2020 (Shobe et al.,
2023). The COVID-19 attack caused the Indonesian
state to impose Large-Scale Social Restrictions
(PSBB) (Anugerah et al., 2021). The implementation
of the PSBB has affected all activities by reducing
gatherings and maintaining distance between people
(Pontoh et al., 2021). One affected is the education
sector, where the teaching and learning process
cannot be carried out face-to-face (offline) but must
be done online (Aziz et al., 2022).
Madrasah Ibtidaiyah (MI) Ribath Darut Tauhid is
one of the Islamic schools on Jl. Nambangan Perak
89, Surabaya, East Java. MI is a school equivalent to
Elementary School. In its learning process, MI Ribath
Darut Tauhid still uses the traditional (face-to-face)
learning model. When the implementation of PSBB
MI Ribath Darut Tauhid experienced difficulties
delivering material online, one of the materials was
an animal introduction for class III students. Teachers
have difficulty conveying material with online
teaching conditions and knowing children's ability to
receive the material.
The researcher developed an animal recognition
learning application based on augmented reality from
the problems above.
2 METHOD
In this study, we focused on developing an augmented
reality-based animal recognition application for grade
III elementary school children. The research
methodology that we have developed is as shown in
figure 1, where there are five methods that the
researchers carried out, namely Idea Validation using
Merapi Analysis Framework (MAF), Pre-Test,
6
Application Development using Extreme
Programming model, Post-Test, and the last step is
the Application Feasibility Test using ISO 9126-3 for
Usability Factor.
Figure 1: Design research methodology augmented reality.
2.1 Idea Validation Using MAF
Researchers use Idea Validation to determine whether
a research idea can be implemented. Researchers
carried out idea validation using the Merapi Analysis
Framework (MAF). There are four steps taken: Idea
Generation, Idea Validation, Literature Study, and
Survey. In idea generation activities, researchers put
forward ideas that are used in research, namely:
1. During this pandemic, schools had difficulty
carrying out the teaching and learning process
online.
2. During the COVID-19 era, it is certain that
every student has a smartphone that can be used
to access learning materials and access the
internet.
3. What if we develop a learning application based
on augmented reality with the advantage being
that the material is delivered in 3D.
After the idea generation activity, the researcher
proceeded to the second step by carrying out the idea
validation activity. In this activity, the researcher
ascertains whether the research plan can be carried
out by looking at the target users or the target users of
the research. In this case, the application users are
elementary school students. Literature study is the
next step in MAF. The researcher conducted a
literature study on the material discussed in this
activity. The study relates to engine literature,
programming languages, and game development
tools. Besides that, the next literature collected is on
application development models in software
engineering. The fourth step in MAF is Survey.
Researchers surveyed according to the available
material by visiting several schools that application
developers targeted. Researchers surveyed 5
 Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic

elementary schools or equivalent. Of the five schools

targeted, two schools are interested in becoming
partners in developing augmented reality
applications. From the two schools, it turned out that
the one who was pleased with the research topic was
Madrasah Ibtidaiyah Ribath Darut Tauhid.

2.2 Pre-Test
The Pre-Test is an activity carried out by researchers
to get students' abilities about the material developed
by researchers, namely about animal recognition.
Table 1: Instrument pre-test development of educational
game.
NO QUESTION
1 What senses does the Sumatran tiger have?
2 What do iguanas eat?
3 Whale belongs to what class of animal?
4 What cats don't eat is?
5 What are the characteristics of birds?
6 Where is the giraffe's original habitat?
7 How many tusks are there in an elephant?
What kind of animal is in the picture
8 2.5
beside?
9 What is cowhide usually used for?
10 Goats are animals that produce?
2.3 Application Development
In the application development section, researchers
use the extreme programming model. The Extreme
Programming model has five major activities:
Planning, Design, Coding, Test, and Release. At the
Planning stage, the researcher met with the school to
discuss the application developed through user stories
to get user needs. The researcher carried out the
design stage in connection with the prototype of the
augmented reality application, which was developed
according to its main purpose. The third stage is
Coding. This stage aims to realize the application
designed as a prototype in the design section. The
fourth stage is Testing; in this stage, the researcher
tests the software from the smallest parts (units),
which produce tests that the customer can accept.
These four stages are repeated until the application
results meet the user story's needs. When finished,
then enter the application release stage.
Figure 2: Extreme programming for developing augmented
reality.
2.4 Post-Test
The Post-Test stage is the stage where the end-users
of the target users are tested concerning the existing
material. The Post-Test Mater is the same as the
material in the Pre-Test. Still, the difference is that the
Post-Test Activities are carried out after the end user
uses the application. In contrast, the pre-test students
do not use the application because the application has
not been developed. A good result is whether the
value obtained is better results or the same as the pre-
test.
Application Feasibility Test
The Application Feasibility Test was carried out by
researchers using the Usability Factor from ISO
9126-3, where there are five sub-factors assessed:
understandability, learnability, operability,
attractiveness, and usability compliance. The
feasibility test process is carried out by sending
questionnaires to application users. Applications are
rated for each sub-factor by users from 1 to 5 on a
Likert scale.
3 RESULT AND DISCUSSION
3.1 Result
This research uses the MAF framework and the
Extreme Programming application development
model to develop an augmented reality-based animal
recognition learning application.
3.2 Target User
Based on the MAF stages, the target users of the
animal recognition learning application are class III
students from Madrasah Ibtidaiyah Ribath Daruth

7
ICATECH 2023 - International Conference on Advanced Engineering and Technology
Tauhid. There are two classes III which are the target
users, namely Class 3A and Class 3B. This study's
total number of users was 54, with details: of 27
students in Class 3A and 27 students in Class 3B.
3.3 Educational Game Application
The educational game application developed by
researchers uses the Extreme Programming model.
3.3.1 Stage 1 – Planning
At the planning stage, the researcher carried out four
actions, namely carrying out four activities, namely,
user stories, values, acceptance test criteria, and
iteration plan.
3.3.2 User Stories
In the user stories section, the researcher interviewed
third-grade students regarding the expectations of
students as users. From the results of these interviews,
it was found that there were 9 wishes of class III
students regarding the animal introduction
augmented reality educational game, as shown in
Table 2.
Table 2: User stories educational game introduction to
animals.
CODE USER STORIES
As a student, I want to enjoy an interesting
US1
look at augmented reality games
As a student, I can see the diversity of
US2
animals in augmented reality games
As a student, I can learn by playing
US3
augmented reality games
As a student, I can interact and control
US4 animal characters in augmented reality
games
As a student, I want augmented reality
US5 games to be able to display interesting
gameplay
As a student, I want an augmented reality
US6 game to be able to distinguish between
different types of animals
As a student, I want an augmented reality
US7 game to be able to replace Indonesian or
English
As a student, I want an augmented reality
US8 game to be able to clearly display animal
descriptions
As a student, I want augmented reality
US9 games to make it easier for players to
answer quiz questions.
8
3.3.3 Value
In this section, the researcher communicates with the
teacher as a team of material experts regarding the
application features developed by the researcher.
Application features prioritized in application
development according to user stories are in the order
CODE US3, US6, and US8 get the highest priority.
Namely, a value of 5 means the most priority. CODE
US1, US2, and US5 get high priority, which is worth
4, meaning it takes precedence. For CODE US4, US7,
and US9, they get a fairly high priority, namely a
value of 3 means that it must be considered.
3.3.4 Acceptance Test Criteria
Acceptance Test Criteria are the criteria used for test
acceptance concerning existing user stories. The
Acceptance Test Criteria referred to are in table 3.
Table 3. Acceptance test criteria in animal introduction
educational game user stories.
CODE ACCPTANCE TEST CRITERIA
Games must be able to provide an attractive
US1
and colorful display
Games must contain a variety of animals that
US2
can be played and introduced to students
Games must be able to contain a wide
US3 variety of animals, food, sounds, and
pictures of animals
US4 Games can move animals or control animals
Games can display animal images, text
US5
information about animals, and animal audio
Game gives players choose the type of
US6
animal
US7 The game has a language switching feature
Games can provide information about
US8
animals
Games provide guides, information, tutorials
US9
about quizzes.
3.3.5 Iteration Plan
The researcher divides application development
activities into two iteration plans in this section. The
first iteration focuses on system development for
developers and teachers, and the second iteration is
 Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic

on system development for students, as shown in interesting learning features formed for third-grade
figure 3. students.
Researchers assign responsibilities to each team in the
CRC Card (Class, Responsibilities, and
Collaboration) section. There are ten researchers with
a division of responsibilities, as shown in Table 4.
There are four job functions in the research, namely
game design and development (CRC1), application
system design (CRC2), game tester (CRC3), and
quality control (CRC4). The highest number of teams
and game testers are in game design and development
(figure 5)

Table 4: CRC card educational game introducing of types

of animals.
Figure 3: Iteration plan development of educational game. JOB
ID NAME CODE DESCRIPTIO
3.3.6 Stage 2 – Design CRC N
Game Design
Andy
At the design stage the researcher carried out two TI1
Rachman
CRC1 and
main activities namely Simple Design and CRC Development
Cards, and Spike Solution and Prototypes. Application
TI2 Sulistyowati CRC2
System Design
3.3.7 Simple Design and CRC Cards Rachman
TI3 CRC3 Game Tester
Arief
Researchers carry out the application design process Nanang
in the simple design section by developing TI4 CRC4 Quality Control
Fakhrur Rozi
application features. For this reason, the researcher Zakky Game Design
used a case diagram to develop an augmented reality- TI5 Fatahilah CRC1 and
based animal recognition educational game Hasan Development
application. Ach. Khafid Application
TI6 CRC2
Salim System Design
Game Design
TI7 Mohadi CRC1 and
Development
TI8 Yusuf Effendi CRC4 Quality Control
Marsetya
TI9 Aditia CRC3 Game Tester
Arifiandi
Ahmad Hafid
TI10 CRC3 Game Tester
Holy Saputra

Figure 4: Use Case Diagram Educational Game Introducing

Types of Animals.

Figure 4 shows that the teacher and developer

features become one level of importance before
Figure 5: Team number of development educational game
researchers develop features for students. The student
introducing of animal types.
feature is the biggest part of existing user stories—
armed with user stories that have been evaluated,

9
ICATECH 2023 - International Conference on Advanced Engineering and Technology

3.3.8 Spike Solution and Prototypes are the Vuforia SDK. TI1, TI5, and TI7 in pair
programming generated the program code.
In the spike solution and prototypes section, the
researcher developed an augmented reality prototype. 3.3.10 Stage 4 – Test
In the development of augmented reality games,
researchers divide it into seven main sections: the At this stage, the researcher conducted the software
splash screen, main menu, choose the animal menu, testing process using black box testing. In general,
quizzes menu, guess the sound, types of animals, and five components are tested, and 22 test scenarios are
setting menu in the testing phase.
Table 6. Black Box Testing Educational Game Introducing
Table 5. Spike Solution and Prototypes of Educational of Types Animals.
Game Introducing of Types Animals.
Test
BOARD PROTOTYPE FUNCTION No Component Succeed Failed
Scenario
Main
Splash 1 4 4 0
Splash Menu
Screen
Screen Choose
Game
2 Animal 4 4 0
Menu
Main Menu 3 Quizzes 6 6 0
Main Game 4 Sound 4 4 0
Menu Augmented Introducing
Reality 5 4 4 0
of Animals

3.3.11 Stage 5 – Release

Choose Menu
The Choose The At this stage, the researcher carried out the
Animal Animal application release process that had been developed.
The researcher carried out the release process after
obtaining approval from the Madrasah Ibtidaiyah
Menu Ribathh Darut Tauhid. At this stage, the researcher
Quizzess also carried out the implementation process for Class
Quizzes Game III students. The results of application development
Augmented are shown in figure 6.
Reality

Guess The
Guess
Sound Game
The
Augmented
Sound
Reality

Setting
Game Figure 6: Main menu of educational game augmented
Setting
Augmented reality.
Reality

3.3.9 Stage 3 – Coding

In this section, the researcher is coding an educational
game application using the C# language. The game
engine used is UNITY. In application development,
the markers used by researchers are of the Marker
Based Tracking type. The tool used to map markers

10
 Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic
Figure 7: Educational game augmented reality introducing
types of animals.
3.4 Post-Test
Researchers carried out the post-test process by
surveying 54 third-grade students. The purpose of the
Post-Test is to discover students' abilities regarding
animal introduction material where students have
played augmented reality games. After playing the
game for one week, students are given the same exam
questions as during the pre-test, from the post-test
results obtained as shown in Figure 8.
Figure 8. Ability Test Results for Class III Students (Pre-
Test and Post-Test).
From the results of the Post-Test, which were
compared with the results of the Pre-Test, it was
found that the understanding of material about
animals increased between 13% and 75%
3.5 Analysis
The researcher analyzes the applications developed
using ISO 9126-3 for Usability Factors in this section.
There are five sub-factors in the usability factor:
understandability, learnability, operability,
attractiveness, and usability compliance. The total
number of respondents who rated the animal
introduction augmented reality educational game
application was 54 respondents. From the results of
the application feasibility test for the ISO 9126-3
usability factor, 85.30% was obtained. This
application is useful for third-grade students of Ribath
Darut Tauhid. The total results can be seen in the
table.
Table 7: The result of application feasibility assessment
test using iso 9126 usability factors.
USABILITY FACTORS VALUE
Understandability 83.85%
Learnability 85.18%
Operability 84.99%
Attractiveness 86.47%
Usability Compliance 86.04%
Average = 85.31%
4 CONCLUSIONS
From the research results, it can be concluded that
researchers have succeeded in developing an animal
recognition learning game application based on
augmented reality by implementing an extreme
programming model. The application developed
received an assessment of 85.31%, which means that
the application is very useful for third-grade students
of Ribath Darut Tauhid Surabaya. The application has
increased students' abilities by between 13% - 75% in
animal recognition.
ACKNOWLEDGEMENTS
I want to thank YPTS-ITATS, which has supported
all research activities, the Department of Informatics
Engineering, the Faculty of Electrical Engineering
and Information Technology, the Chancellor of
ITATS, and the Vice-Chancellors.
REFERENCES
Andayani, U., Siregar, B., Gani, A., & Syahputra, M.
(2020). Augmented Reality for Respiratory System
using Leap Motion Controller.
Anugerah, A. R., Muttaqin, P. S., & Purnama, D. A. (2021).
Effect of large-scale social restriction (PSBB) during
COVID-19 on outdoor air quality: Evidence from five
cities in DKI Jakarta Province, Indonesia.
Environmental Research, 197, 111164.
https://doi.org/10.1016/j.envres.2021.111164
Aziz, A., Saddhono, K., & Setyawan, B. W. (2022). A
parental guidance patterns in the online learning
process during the COVID-19 pandemic: Case study in
11
ICATECH 2023 - International Conference on Advanced Engineering and Technology

Indonesian school. Heliyon, 8(12), e12158. (International Journal of Information Technology and
https://doi.org/10.1016/j.heliyon.2022.e12158 Electrical Engineering), 5(2), 68–74.
De Lima, C. B., Walton, S., & Owen, T. (2022). A critical Zhu, Z.-Y., Xie, H.-M., & Chen, L. (2023). ICT industry
outlook at Augmented Reality and its adoption in innovation: Knowledge structure and research agenda.
education. Computers and Education Open, 100103. Technological Forecasting and Social Change, 189,
Grossard, C., Bettencourt, C., Kellems, R., Chetouani, M., 122361.
& Cohen, D. (2023). Building the design ICT inventory https://doi.org/10.1016/j.techfore.2023.122361
(DICTI): A Delphi study. Computers in Human
Behavior Reports, 9, 100261.
https://doi.org/10.1016/j.chbr.2022.100261
Liao, T. (2016). Is it ‘augmented reality’? Contesting
boundary work over the definitions and organizing
visions for an emerging technology across field-
configuring events. Information and Organization,
26(3), 45–62.
Longo, F., Mirabelli, G., Solina, V., Belli, L., Abdallah, C.
B., Ben-Ammar, O., Bottani, E., García-Gallego, J. M.,
Germanos, M., González, F. J. M., Lacoba, S. R.,
Sidhom, L., Vignali, G., & Zacharewicz, G. (2023). An
overview of approaches and methodologies for
supporting smallholders: ICT tools, blockchain,
business models, sustainability indicators, simulation
models. Procedia Computer Science, 217, 1930–1939.
https://doi.org/10.1016/j.procs.2022.12.393
Nugroho, A. S., Ardiyanto, I., & Adji, T. B. (2021). User
Curiosity Factor in Determining Serendipity of
Recommender System. IJITEE (International Journal
of Information Technology and Electrical
Engineering), 5(3), 75–81.
Pontoh, R., Zahroh, S., & Sunengsih, N. (2021). Causal
impact of PSBB and new normal in West Java. Journal
of Physics: Conference Series, 1722(1), 012088.
Putri, D. I. P., Agustian, D., Apriani, L., & Ilyas, R. (2023).
Spatial and Temporal Analysis of COVID-19 Cases in
West Java, Indonesia and Its Influencing Factors.
International Journal of Environmental Research and
Public Health, 20(4).
https://doi.org/10.3390/ijerph20043198
Rachman, A. (2021). Pembatasan Sosial Berskala Besar
(PSBB). In 365 Hari Indonesia Melawan COVID-19 (p.
172). Insan Cendikia Mandiri.
Rauschnabel, P. A., Babin, B. J., Dieck, M. C. tom, Krey,
N., & Jung, T. (2022). What is augmented reality
marketing? Its definition, complexity, and future.
Journal of Business Research, 142, 1140–1150.
https://doi.org/10.1016/j.jbusres.2021.12.084.
Rusli, R., Nalanda, D. A., Tarmidi, A. D. Y., Suryaningrum,
K. M., & Yunanda, R. (2023). Augmented reality for
studying hands on the human body for elementary
school students. Procedia Computer Science, 216, 273–
244.
Shobe, M. A., Hill, S., Murphy-Erby, Y., Fateh, B., &
Wang, H. (2023). Food Security in the Time of
COVID-19 for a Marshallese Community.
International Journal of Environmental Research and
Public Health, 20(4).
https://doi.org/10.3390/ijerph20043189
Tanaamah, A. R., & Indira, F. J. (2021). Analysis of
Information Technology Security Management UKSW
SIASAT Using ISO/IEC 27001: 2013. IJITEE

12